I participated in an intensive DPMI training course hosted by the Monterey Institute of International Studies in Monterey, CA in May, 2014. This course taught me that development is the process of finding creative solutions to chronic global problems and is highly participatory in nature. MIIS’s DPMI program focused on creating programs, facilitating stakeholder engagement, and strategic partnering to meet current development challenges. The three modules were instructed by Beryl Levinger, Seth Pollack, and Evan Bloom. To read my Development Philosophy, please click on the following link: Lily Busher-DPMI Development Philosophy
Module 1: Designing and Managing Development Projects
During this module I worked with a team of four other current and aspiring development professionals to design a skeleton program and specific project. We chose to focus on education in Cambodia. Together, we created an organizational identity, researched access to education in rural Cambodia, created a problem tree, a results framework, an indicator worksheet for our top level intermediate result, a project logframe, a full project description (including our description of the project’s scale, sustainability, local systems, and exit strategy), and a final powerpoint presentation. Based on our work including design thinking strategies such as appreciative interviews and empathy mapping, we developed an advocacy centered program that increased educational opportunities in rural Cambodia through ongoing Community Action Learning Events. Examples of our projects are included below. This first module reaffirmed our understanding that development is indeed a team sport and works best when all stakeholders are equally involved.
- Problem Tree
- Results Framework
- Logframe
- Scale, Sustainability and Exit Strategy Timeline
- Final Presentation
Module 2: Facilitating Adult Learning for Social Change/Facilitating Participatory Development
During the second module I worked with two other development professionals to learn, interpret, and practice facilitation strategies in participatory development contexts. First, we developed our own principles for Facilitating Adult Learning for Social Change (FALSCH). Then, we researched and practiced Assets-Based Community Development, Appreciative Inquiry, Learning Circle, Participatory Reflection & Action (PRA), Case Stories, Card and Chart, and additional interactive facilitation activities. My team was responsible for leading a 30 minute facilitation about the role of men in the education of girls and women using a learning circle and discussing strategies to encourage youth leadership using appreciative interviews. Our final task was to develop an agenda and full hour facilitated activity about power and identity for a mock South African Education Conference hosted by CDRA. Examples of our projects are included below. My main takeaway from this module was that when facilitation taps into the real human experience through personal stories, the process is enhanced for the participants and breaks down power barriers.
Module 3: Social Entrepreneurship and Strategic Partnering
During the third module I worked with a small and larger group of current and aspiring developmental professionals. We began by learning about organizational network analysis, best practices for strategic partnerships, and the importance of innovation. Throughout the week we worked towards meeting a Rockefeller Innovation Challenge. After learning some basics, we dived into small groups and took on the identity of an NGO we admired. My team of three focused on Partners of the Americas. Once we embraced and researched our identity, we completed a Core Competency Map, a Strategy Canvas, and an Organizational Character Sheet that we presented at a class NGO marketplace where we partnered with two additional organizations, Solidarity Center and Action Aid. Together, our three organizations used design thinking (emphasizing a journey map) create a collaboration strategy named Leverage to analyze windows of opportunity for current local advocacy campaigns to attract larger media attention and expand their knowledge to groups with similar missions around the world. In particular, we were looking at the World Cup as a window of opportunity to expand awareness about the land grabs against the A’uwe people in Brazil. Examples of our projects are included below. My most important lesson for this module was that connections and networks are close and accessible, even at the local level.